Spring 2022 - EDUC 322 D100
The Social Lives of School Children (3)
Class Number: 3660
Delivery Method: In Person
An overview of theory, research and practice concerning social emotional development and social interactions and relationships in the school context. Emphasis on the role of peer relationships in development and the role of the school in supporting positive interactions.
Schools are important contexts in which students learn about themselves and others through informal social interactions as well as strutured learning environments. In this course we will explore developmental, individual, relational and cultural factors that underlie children’s social-emotional lives within the school and ways in which social-emotional development and well-being can be supported in that setting.
COURSE-LEVEL EDUCATIONAL GOALS:
The broad goals/objectives of this course are for you to:
- Becomefamiliar withkey concepts and ideas that comprise fundamental theories related to social and emotional development.
- Be familiar with key research findings stemming from these theoretical orientations.
- Be familiar with school-based efforts aimed at supporting social and emotionaldevelopment, andbe able to critically evaluate these efforts in light of theory and research evidence.
- Reflect onone’s own social-emotional experiences in schooland make connections with key concepts in the course.
- Be able to examine existing educational initiatives / programsand research through a lens of equity, inclusion, and diversity.
- Weekly Reading Discussion 30%
- Attendance / Participation 20%
- Media analysis 20%
- Final project 30%
Course outline is subject to change.
MATERIALS + SUPPLIES:
Weekly readings and media for this course will be posted on Canvas. There is no required text to purchase. Students will need access to a computer with Internet access to participate and submit assignments, as we will be using Canvas for course communication.
There is no textbook for this course. Required readings and media will be posted on Canvas each week.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.